《(任务型语言教学)》由会员分享，可在线阅读，更多相关《(任务型语言教学)（46页珍藏版）》请在金锄头文库上搜索。
1、Task-based Language Learning and Teaching (任务型语言教学),广西师范学院初等教育学院 蓝卫红,Objectives,After learning this topic, you should be able to:了解任务型语言教学特点和相关理论基础；领会任务型语言教学对培养学生综合语言运用能力的重要性。 领会任务型语言教学与其他教学法流派在小学英语课堂教学中的整合运用。,Stage 1 Experience,1. Micro- teaching. 2. Experiencing learning. At this stage, you are la
2、nguage learners.,Activity 1: What do you have for breakfast? Step 1: Please name some food and fruit you have every day.,For reference,rice, noodles, rice noodles, porridge, dumpling, vegetables, fish, meat, chicken, beef, eggs, duck, taro, potato, sweet potato, tomato, apples, pears, bananas, water
3、melons, grapes, strawberry, mango, longan, litchi, pineapple, orange, pomelos, ,Step 2 Read the following dialogue,A: What do usually you have for breakfast? B: I usually have _ for breakfast. A: How about lunch? B: I have _for lunch. A: And supper? B: I have _ for supper. A: Do you like fruit? B: Y
4、es. I do. A: What fruit do you like best? B: I like _.,Step 3: Interview one of your friends for his/ her everyday diet and fill in a chart as the following example. Use the dialogue given.,Fill in the following chart while interview your friend like the following.,Step 4: Report the result of your
5、interview to a third person like this: Ms lan usually has noodles, milk and eggs for breakfast. For lunch, she usually has rice, vegetables and meat . For supper, she has rice, fruit , vegetables and fish. Her favorite fruit are grapes, longan and mangos.,Activity 2: What can we do on a sunny day? S
6、tep 1: Brainstorm the vocabularies describing weather.,Step 2: A contest: Work in groups and think of as many activities as you can do in different weather within the given time. Write down the items and number them. What can we do on a sunny day? What can we do on a rainy day? What can we do on a s
7、nowing day?,Step 3: Evaluation 1. Each group reports the total of the items they have written down.,2. Report the results. First, reporters from the groups with smaller number read aloud the items. Second, the reporter from the group with the largest number reports the results. While listening to th
8、e report, others note down those that did not come to your minds just now. Third, reporters from different group add new items that have not been reported.,4. Compare the notes and check the spellings. 5. Please volunteer to report the newly added items.,Stage 2 Exploration (1),At this stage, you ar
9、e both language learners and language teachers exploring the process of effective learning and effective teaching.,1. How did you learn English in the above activities? 2. What objectives can be reached if students learn English by using English to fullfill a task? 3. Can you describe the features o
10、f task-based language teaching? Try it. 4. Can you tell why the new English curriculum advocate “task-based language teaching and learning”? Try it.,Stage 3 Exchange,1. In the above activities, I learned English _. 2. Learning English by using English, students can _. The major feature of task-based
11、 language teaching is that _. 3. The new English curriculum advocates “task-based language teaching and learning because _.,For reference,Tasb-based language learning activities are MotivationalAuthentic Interactive Cooperative Meaningful Challenging Interesting,核心理念：学习者是在参与活动与完成任务的过程中，通过交际性和有目的的交互活
12、动掌握语言的。 主要理念： 意义是重要的。 学习者不是只重复他人的话。 与真实生活中的活动有相似之处。 最重要的是完成任务。 评价任务是否完成要看有没有一个结果。 （Skehan 1998:95）,Objectives that can be reached,双边或多边交互活动，学生能感受英语学习的价值 目的具体，有利于激发学生学习动机 学生容易看到成就，体验成功 学生能看到自己的不足，能促进学生自我完善 学生承担一定的责任，能培养学生的责任心 学生有较多的机会思考、决策、应变，能培养性格、情感、策略,在小学阶段任务驱动型学习的目的主要是感受一种新的语言韵律，体会它的使用价值，获得用另一种语言
13、进行交际的经验，并从中得到乐趣。(陈琳 王蔷 程晓棠：英语课程标准（实验稿）解读),What is a task”?,A task is a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation, borrowi
14、ng a library book,taking a driving testIn other words, by task is meant the hundred and one things people do in everyday life, at work, at play, and in between. (Long， 1985.),A communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or intera
15、cting in the target language while their attention is principally focused on meaning rather than form. The task should have a sense of completeness, being able to stand alone as a communicative act in its own right. ( Nunan 1989:10),所谓任务型语言教学（Task-based Language Teaching）就是直接通过课堂教学让学生用英语完成各种真实的生活、学习
16、、工作等任务（task），将课堂教学的目标真实化，任务化，从而培养其运用英语的能力。也就是说以具体的任务为载体，以完成任务为动力，把知识和技能融为一体，通过听、说、读、写等活动，用所学语言去做事，在做事的过程中发展运用自己所学语言。,任务型语言教学理论基础,语言学基础：语言是形式和功能的统一，语言的社会属性 借助语言的功能得以实现。语言教学必须既关注形式又关注功能，并将对语言形式和功能的把握理解转化为具体实际的语言运用能力，实现语言教学的最终目的。,“用目的语做事”中，通过学习者之间的交流互动，感受语言的社会功能，理解语言对于建立和维系人与人之间的社会关系所起的重要作用。学用一致原则拉近了课堂与社会的距离，使学习过程本身也成为促进学习者社会化的过程。有效的语言学习不是传授性的，而是经历性的，让学习者参与有目的的交际活动，在交际中认识、掌握、学会使用目的语是习得第二语言的最有效的途径。,
